Exploring Student Perceptions of Online Quizzes in Foreign Language Learning
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The utilization of online quizzes for academic purposes is rapidly increasing, and research shows that it significantly impacts student engagement and motivation, which, in turn, can facilitate learning. The present study aimed to explore university students’ perceptions of online quizzes in language learning. The participants in this study consisted of 70 undergraduate students enrolled in an English major course that utilized online quizzes for classroom activities. Data were collected through a questionnaire consisting of 18 Likert-type quantitative data and two open-ended questions. Data analysis revealed significant positive correlations between students' perceived usefulness, perceived ease of use, attitude toward using online quizzes and their behavioral intention to use them. Furthermore, perceived usefulness was found to be the most significant predictor of students' future intention to use online quizzes. Students reported that improved learning was the most significant benefit of online quizzes, while internet connectivity was identified as the primary barrier. This study provides insights into the use of online quizzes in traditional language classrooms. The findings of this study suggest that enhancing students' perceived usefulness of online quizzes is crucial for fostering effective technology engagement.
Abstract
The utilization of online quizzes for academic purposes is rapidly increasing, and research shows that it significantly impacts student engagement and motivation, which, in turn, can facilitate learning. The present study aimed to explore university students’ perceptions of online quizzes in language learning. The participants in this study consisted of 70 undergraduate students enrolled in an English major course that utilized online quizzes for classroom activities. Data were collected through a questionnaire consisting of 18 Likert-type quantitative data and two open-ended questions. Data analysis revealed significant positive correlations between students' perceived usefulness, perceived ease of use, attitude toward using online quizzes and their behavioral intention to use them. Furthermore, perceived usefulness was found to be the most significant predictor of students' future intention to use online quizzes. Students reported that improved learning was the most significant benefit of online quizzes, while internet connectivity was identified as the primary barrier. This study provides insights into the use of online quizzes in traditional language classrooms. The findings of this study suggest that enhancing students' perceived usefulness of online quizzes is crucial for fostering effective technology engagement.
참고문헌 (27)
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